Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/131301| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 尤雪瑛 | zh_TW |
| dc.contributor.advisor | Yu, Hsueh-Ying | en_US |
| dc.contributor.author | 熊品淇 | zh_TW |
| dc.contributor.author | Hsiung, Pin-Chi | en_US |
| dc.creator | 熊品淇 | zh_TW |
| dc.creator | Hsiung, Pin-Chi | en_US |
| dc.date | 2020 | en_US |
| dc.date.accessioned | 2020-08-03T10:33:03Z | - |
| dc.date.available | 2020-08-03T10:33:03Z | - |
| dc.date.issued | 2020-08-03T10:33:03Z | - |
| dc.identifier | G0106951003 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/131301 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 106951003 | zh_TW |
| dc.description.abstract | 十二年國民基本教育課程綱要和國民中小學九年一貫課程綱要在很多方面不同; 而新課綱的實施有可能會影響到國中教育會考的命題。因此, 本篇研究旨在探討: (1) 十二年國民基本教育課程綱要和國民中小學九年一貫課程綱的差別, 以及新課綱對會考聽力的可能影響, (2) 會考英聽與課綱的吻合程度及其所重視的聽力能力。\n研究結果顯示, 十二年國民基本教育課程綱要之內容較九年一貫課綱全面, 且其針對聽力能力指標的描述除了較九年一貫課綱具體外, 還增加了一項新的能力指標, 並強調學生的篇章能力。 會考考題大致上和九年一貫課綱吻合, 但考題大多著重在評量學生是否具備「推論」及「了解語言功用」的能力。根據以上分析結果, 研究者推論未來會考聽力不會有太大的改變, 但可能會加入較多樣化的題材, 且將會更重視學生整合及應用的能力。 | zh_TW |
| dc.description.abstract | The Curriculum Guidelines of 12-Year Basic Education (2019CG) differs from Grade 1-9 Curriculum (2008CG) in many ways, and its release may influence Comprehensive Assessment Program for Junior High School Students (CAP). The present study thus intends to find out: (1) the similarities and differences between 2008CG and 2019CG in terms of the description of listening abilities, and the possible impacts of 2019CG on the listening comprehension section in the future CAP, and (2) what listening constructs are tested in the listening comprehension section of CAP from 2014 to 2019 and how the tested constructs correspond to 2008CG.\nResults indicated that 2019CG placed more emphasis on developing students’ ability to face challenges in daily life, and therefore, its content is more comprehensive than 2008CG. In terms of the description of listening ability, 2019CG not only gave more specific description but also added one new ability. The test items of CAP generally corresponded to the competence indicators of 2008CG, but the distribution of the items was imbalanced. The test items mostly focused on students’ ability to “understand everyday life English and simple dialogues” and “to understand daily conversations and simple stories.” Regarding what listening constructs were tested in CAP, results showed that ability to “make inference for missing, unclear, or ambiguous information” and to “understand the functions of the speeches” were put strong emphasis, while ability to “follow instruction or direction” and “make predictions of what is going to be said” were neglected. Based on the above analysis results, the researcher anticipated that there might not be too many changes in the future CAP, but more diversified tasks might be included. In addition, integrative ability may receive more attention in the future CAP, which means solely relies on lexical ability is not enough for the future CAP. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTS\nDedication Page iii\nAcknowledgement iv\nTable of Contents v\nList of Tables viii\nList of Figures ix\nChinese Abstract x\nEnglish Abstract xi\nChapter One: Introduction 1\nBackground and Motivation 1\nPurpose of the Study 5\nResearch Questions 5\nThe Significance of the Study 6\nChapter Two: Literature Review 7\nCurriculum Design 7\nCurriculum Guidelines 7\nThe Role of Assessment in the Curriculum 11\nComprehensive Assessment Program for Junior High School Students 12\nThe Nature of Listening Abilities 13\nAn Overview of Listening Process 14\nListening Skills and Subskills 16\nThe Constructs of Listening Ability 19\nApproaches to Teaching Listening 23\nRelated Research on English Listening Comprehension Section of CAP 25\nChapter Three: Methodology 29\nData Collection 29\nData Analysis Framework 32\nComparison between 2008CG and 2019CG 33\nChecklist for Listening Abilities 33\nData Analysis Process 39\nExemplification of Coding Practice 41\nChapter Four: Results and Discussion 45\nInter-rater Reliability 45\nResults of the Comparison between 2008CG and 2019CG 46\nGeneral Guidelines 46\nCourse Objectives of English Subject 51\nCompetence Indicators of 2008CG and Learning Performance of 2019CG 52\nResults of the Test Items Analysis with Reference to the Curriculum\nChecklist 56\nResults of the Test Items Analysis with Reference to the Listening Constructs\nChecklist 64\nPossible Impacts of 2019CG on the Future Listening Comprehension section of CAP 73\nCurrent Practice in the Listening Comprehension Section of CAP 73\nPossible Changes of the Future CAP under the Influence of 2019CG 74\nChapter Five: Conclusion 77\nSummary of the Major Findings 77\nResearch Question 1 77\nResearch Question 2 80\nPedagogical Implications 81\nLimitations and Suggestions 83\nReferences 84\nAppendix 90 | zh_TW |
| dc.format.extent | 2581819 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0106951003 | en_US |
| dc.subject | 國中教育會考 | zh_TW |
| dc.subject | 英語科 | zh_TW |
| dc.subject | 聽力測驗 | zh_TW |
| dc.subject | 課程綱要 | zh_TW |
| dc.title | 國中教育會考英文科聽力能力測驗與國中英語科課程綱要之分析 | zh_TW |
| dc.title | An Analysis of English Listening Tests in Comprehensive Assessment Program in Relation to Curriculum Guidelines | en_US |
| dc.type | thesis | en_US |
| dc.relation.reference | REFERENCES\nBackham, L. F. (2007). What is the construct? The dialect of abilities and contexts in defining constructs in language assessment. In J. Fox, M. Wesche, D. Bayliss, L. Cheng, C. Turner, and C. Doe (Eds.), Language testing reconsidered (pp. 41-72). Ottawa: University of Ottawa Press. https://doi.org/10.2307/j.ctt1ckpccf.9\nBartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. London: Cambridge University Press.\nBrown, S. (2006). Teaching listening. USA: Cambridge University Press.\nBrown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education.\nBrown, H. D & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.\nBuck, G. (2001). Assessing Listening. Cambridge, UK: Cambridge University Press\nChapelle, C. A. (1998). Construct definition and validity inquiry in SLA research. In L. F. Bachman and A. D. Cohen (eds.), Interfaces between second language acquisition and language testing research. Cambridge: Cambridge University Press.\nCheung, H. (2006). 語言學門熱門及前瞻學術研究議題調查計畫 [Investigation of pioneering topics in linguistic research]. Taipei: National Science Council.\nChu, Y. H. (2019). Analyzing the Listening Comprehension Questions of the English Subtest of the Comprehensive Assessment Program. Unpublished master thesis. Taipei: University of Taipei.\nCohen, J. (1960). A coefficient of agreement for nominal sales. Educational and Psychological Measurement, 20, 37-46.\nDick, W., Carey, L., & Carey, J.O. (2015). The Systematic Design of Instruction. Boston: Pearson.\nField, J. (2008). Listening in the language classroom (pp. 13). United Kingdom: Cambridge University Press.\nFlowerdew, J. & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press.\nGarbe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.\nGoh, C. C. M. (2014). Second Language Listening Comprehension: Process and Pedagogy (pp. 78-79). Boston: National Geographic Learning.\nGoh, C.C.M. & Aryadoust, V. (2015). Examining the Notion of Listening Subskill Divisibility and its Implications for Second Language Listening. The Intl. Journal of Listening, 29, 109-133.\nGraves, K. (2014). Teaching English as a Second or Foreign Language (pp. 255). Boston: National Geographic Learning.\nHarris, D. P. (1969). Testing English as a Second Language. New York: Mc Graw-Hill Book Company.\nHeaten, J. B. (1989). Writing English Language Tests. New York: Longman.\nHughes, A. (2008). Testing for Language Teachers (pp.161-162). Cambridge: Cambridge University Press.\nHulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning 16, 413-425.\nLin, C. I. (2017). Relationships among Taiwanese EFL students’ listening performance, strategy use, and text type on the CAP English Listening Comprehension Test. Unpublished master’s thesis. Changhua: National Changhua University of Education.\nMcHugh, M. L. (2012). Inter-rater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-282.\nMOE. (2003). 教學創新九年一貫課程問題與解答。[Innovative Teaching for Grades 1-9 Curriculum Q&A.] Taipei: Taiwan.\nMOE. (2008). 國民中小學九年一貫課程綱要。[General Guidelines of Grades 1-9 Curriculum for Elementary and Junior High School Education.] Retrieved from https://www.k12ea.gov.tw/files/97_sid17/%E7%B8%BD%E7%B6%B1.pdf\nMOE. (2008). 國民中小學九年一貫課程綱要語文學習領域-英語文。[General Guidelines of Grades 1-9 Curriculum for Elementary and Junior High School Education: English.] Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/img/114/173173199.pdf\nMOE. (2014). 十二年國民基本教育課程綱要總綱。[Curriculum Guidelines of 12-Year Basic Education.] Retrieved from https://www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw\nMOE. (2008). 十二年國民基本教育課程綱要國民中小學暨普通高級中等學校語文領域-英語文。[Curriculum Guidelines of 12-Year Basic Education: English.] Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/img/114/173173199.pdf\nMOE. (2020). 重大教育政策發展歷程-國民教育。[Main educational policies: Education for Primary and Junior High School Students.] Retrieved from http://history.moe.gov.tw/policy.asp?id=2\nMorley, J. (1991). Listening comprehension in second / foreign language instruction. In M. Celce-Murcia (Ed.) Teaching English as a second or foreign language (2nd ed., pp. 81-106). New York: Newbury House.\nMorley, J. (1999). Current perspectives on improving aural comprehension. ESL Magazine, 2(1), 16-19.\nNAER. (2015). 十二年國民基本教育課程綱要: 總綱Q&A。[Curriculum Guidelines of 12-Year Basic Education: Q&A.] Retrieved from https://www.naer.edu.tw/files/15-1000-16564,c952-1.php\nNation, I.S.P. & Macalister, J. (2010). Language Curriculum Design. New York: Routledge.\nNicholls, A & Nicholls, S. (1972). Developing a curriculum: a practical guide. London: Allen and Unwin.\nNunan, D. (1997). Approaches to Teaching Listening in the Language Classroom.\nProceedings of the 1997 Korea TESOL Conference, 1-10.\nO`Malley, J.M., Chamot, A.U., & Kupper, L. (1989). Listening Comprehension Strategies in Second Language Acquisition. Applied Linguistics, 10(4), 418-437.\nRichards, J.C. (1983). Listening Comprehension: Approach, Design, Procedure. TESOL Quarterly, 17(2), 219-240.\nRichards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.\nRichards, J.C. Second thoughts on teaching listening. RELC Journal, 26, 85-92.\nRichards, J.C. & Burns, A. (2012). Tips for teaching listening: A practical approach. White Plains: Pearson Education.\nRost, M. (1994). Introducing Listening. London: Penguin.\nRost, M. (2016). Teaching and researching listening. New York: Routledge.\nTseng, F. L., You, Y. X., Tsai, I. F., & Chen, P. H. (2019). A Pilot Study of the Washback Effect of the Incorporation of English Listening Test in the Comprehensive Assessment Program for Junior High School Students. Journal of Research in Education Sciences, 64(2), 219-252.\nTyler, R. W. (2010). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.\nVandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. EFL Journal, 53(3), 168-176.\nVandergrift, L. & Goh, C. C. M. (2012). Teaching and learning second language listening. New York, NY: Routledge.\nVandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25.\nVandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Cambridge Journals, 40(3), 191-210.\nWeir, C. (1993). Understanding and developing language tests. New York: Prentice Hall. | zh_TW |
| dc.identifier.doi | 10.6814/NCCU202001009 | en_US |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.fulltext | With Fulltext | - |
| item.openairetype | thesis | - |
| item.cerifentitytype | Publications | - |
| item.grantfulltext | embargo_20250722 | - |
| Appears in Collections: | 學位論文 | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 100301.pdf | 2.52 MB | Adobe PDF2 | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.